Vandana Manoj- 2nd of Oct 2017- describing things in a room or picture
To provide controlled and free practice on speaking skills
To provide controlled practice on listening skill to get specific information
Procedure (26-45 minutes)
T shows the photo of John and his wife Becky on the IWB. T elicits Who are they? Are they friends or couple? What are they doing? What are they talking about? T elicits and establish that they are couple and came to buy something. What about the next person? What is in his hand? T elicits and establish that he is a estate agent and the couple came to buy a flat. T drills the word 'estate agent' then writes on the board. Gives individual and choral drill.
T sets the context for listening by saying that Becky and John want to move from their current residence hence they approach an estate agent to buy a reasonable flat for them. T makes three groups with SS. T tells SS that they are going to listen the conversation of John and Becky with the estate agent. T hands out a folded work sheet and tells not to open the folded portion until T says. T asks SS to listen the conversation carefully and to put the things they talk about in the order which is the first question in the worksheet given. T tells to do it alone. T gives ICQs. Are you going to do it with anyone? T asks SS to skim the question in the worksheet T plays the audio track. T tells SS to open the folded portion of the worksheet and skim the sentences given. T sets one minute to read and later asks to check whether the sentences given are true or false. T tells to mark true as T and false as F. T tells SS to listen the audio track going to be played carefully. T plays the audio track again and monitors. T asks to check their answers with the friend. T shows the answers on the board.
T sets context to highlight target language by drawing two columns for plural countable nouns and uncountable nouns.T gives demo by writing two words in each column. T asks SS to write countable plurals and uncountable nouns on the board in two groups.T tells time limit(two min). ICQs are given. Are you going to write singular countable nouns? T writes two sentences with 'some' For example: There are some vegetables in my fridge. T asks about the sentence.Elicits 'positive sentence' from SS.Then T asks about 'vegetables' and elicits ' plural countable nouns'. T writes another sentence with 'some'. For example: I have some money in my bag. T asks about 'money' and elicits uncountable noun and asks about sentence.Elicits as positive. T now highlight the form by eliciting Some (positive sentence) with plural countable or uncountable nouns T tells when and why we use 'some'. (when we do not know, if it not important, or not sure about the amount or quantity of things) T writes two sentences with 'any' for example: She doesn't have any money. T asks about the sentence type and elicits as ' negative sentence'. t asks about 'money' too. T elicits as uncountable noun. T writes another sentence. Does she have any sisters?. T asks about the sentence and elicits as 'question' T asks about 'sisters' too.Later, elicits as 'plural uncountable noun'. T elicits highlight the form by writing and drilling. Any(negative sentence+ questions) with plural countable and uncountable nouns T elicits the use of 'a' in sentences like negative , positive and questions. T highlights the form a (neg +pos+quest) with singular countable nouns CCQs given. T gives a worksheet of phone conversation between Becky and John and asks to fill the gaps with some,any or a. T sets time limit (2-3) T asks to share answers with friends on the table and gives the feedback if needed. T shows the answer key on the board. Then T tells how do we describe things in the house with 'there's / there are", "have got to" etc T gives handouts and asks to apply that form while describe things in house.
T groups the students A and B and make them sit in circle in front of the class. T gives demo of the task going to give in the class. T shows to pics which almost looks similar. Then selects one student from "B" group and gives one picture titled "B".T acts as from "A" and holds the picture title "A". T describes the picture using target language..There's a,there's some,there are some,.., there isn't.. T tells not to look at the partner's picture.And tells to describe picture using these phrases only. T describes picture in hand using target language. Later asks student selected to talk about his/her picture in hand. CCQs given. Are you supposed to look at you partner's picture? T sets time limit(3-5 min) T hands out the worksheet with sample sentences. Tells not to look at the questions given at the bottom. T asks to talk about it in pairs as "A" and "B". T monitors,if any mistakes happens in using target language corrects. T asks students to look at the questions given at the bottom of the worksheet. T gives demo first. Again T holds paper "A" and asks some questions to the student who holds paper "B". T tells that she is going to find the differences in their pictures. T finds out two differences and makes other student to ask in the same way. T tells the target language should be followed while asking questions like: Is there a..,Are there any...,How many... and How much. T asks to find 12 differences and monitors while SS ask each other.
T tells a situation SS that they have to imagine that they are living with a friend. One of friends is at a supermarket and calls the other and asks the things to buy from there. T demonstrates telephonic conversation by making two SS sitting in opposite direction on chairs and talk. T sets time limit(5 min) and tells SS to do the same.